The effect of child-centered and teacher-centered activity on perceptual-motor ability and creativity of children 9-10 years old
Poster Presentation XML
Authors
faculty of semnan university
Abstract
Introduction: Teaching method and choosing the best method is one of the most basic principles in education which can help to child's motor development, intellectual and interest.
Methodology: The purpose of this study was the evaluation of child-centered and teacher-centered activity on the perceptual-motor ability and creativity of third elementary students. 53 beginner girl students were volunteered to conduct research with an average age 9.11 ± 0.16 that after pre-test were randomly divided into three experimental groups and one control group. Thegroups practiced in accordance with the educational method for 12 weeks and 2 sessions per week. Done mid test at the end of week 6 and post test at the end of 12. To collect information was used Bruininks-Oseretsky test (1978) and Abedi creativity questionnaire (1363) and for data analysis, analysis of variance with repeated measures and multivariate covariance analysis at the significant level of P≤0.05.
Results: The results showed that using a variety of teaching methods in experimental groups in perceptual-motor ability and creativity was significant and its beneficial effects has been higher on the development of perceptual-motor ability at mid and post test in deliberate practice (teacher-centered) than the rest groups and the amount of creativity in the deliberate play group (child-centered) of all groups.
Discussion: As a result, it becomes clear that the nature of the learning environment has a useful role in the development of perceptual-motor ability and creativity of the students. Therefore, it is necessary to highlight the role of sport and the teaching of physical education teachers in increasing creativity and the development of perceptual motor ability, as well as identified effective factors in this field and planned strategies for education.
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